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All Journal al-Afkar, Journal For Islamic Studies at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam QOUBA : Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education al-Wadhih: Journal of Islamic History and Civilization Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Irfan Musonif
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia
Religion Humanities Education Social Sciences

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The Integration of Deep Learning in Thematic Learning at Elementary Schools: A Case Study at SD Negeri 03 Rawaheng Banyumas Donny Khoirul Azis; Dwi Safitri Agustina; Irfan Musonif
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16862

Abstract

This study aims to explore the process of integrating a pedagogical deep learning approach into integrated thematic learning design in elementary schools. This research employed a qualitative case study conducted at SD Negeri 03 Rawaheng Banyumas from January to February 2026. The participants included the principal, teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, including lesson plans and student work. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings reveal that the integration of deep learning is implemented through structured stages of stimulus, exploration, discussion, and reflection. Contextual stimuli encouraged students to identify real-life problems, exploratory activities enabled direct interaction with the learning environment, collaborative discussions facilitated the exchange of ideas, and reflective sessions helped students connect concepts with personal experiences. These processes fostered contextual learning experiences and strengthened students’ cognitive, emotional, and social engagement, leading to deeper meaning-making. The findings support constructivist and meaningful learning theories by demonstrating that reflection plays a crucial role in helping students internalize and apply knowledge contextually. This study implies that deep learning-based thematic instruction can serve as an effective strategy for promoting meaningful and student-centered learning in elementary education. Keywords: pedagogical deep learning; thematic learning; meaningful learning; student engagement; elementary school
The Relationship between Religion and Power between the Safavid and Mughal Dynasties in Islamic Politics Mita Tamaminni’mah; Irfan Musonif; Kholid Mawardi
al-Wadhih: Journal of Islamic History and Civilization Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alwadhih.v2i1.38

Abstract

The Safavid and Mughal dynasties were two major Islamic powers that played important roles in shaping the political, religious, and cultural development of the Islamic world during the medieval period. However, previous studies have generally discussed both dynasties separately and predominantly through descriptive historical approaches. This study aims to analyze the relationship between religion and power in the Safavid and Mughal dynasties from the perspective of Islamic politics. This research employed a qualitative approach through library research. The data sources consisted of scientific articles, books, and relevant academic literature published between 2020 and 2025. Data were collected through documentation techniques and analyzed using thematic analysis to identify patterns of religious legitimacy, political authority, and social integration within both dynasties. The findings reveal that the Safavid dynasty constructed political legitimacy through the institutionalization of Shi‘a ideology as the official state doctrine, making religion an instrument of political consolidation and identity formation. Meanwhile, the Mughal dynasty developed a more accommodative and inclusive political model by emphasizing tolerance, cultural acculturation, and social integration in a multicultural society. The study also shows that religion functioned not only as a spiritual system but also as a political instrument in shaping state authority and social order. Furthermore, differences in the relationship between religion and power in both dynasties were strongly influenced by their respective social and cultural contexts. In conclusion, the relationship between religion and power in Islamic political history was dynamic and contextual, reflecting different models of political legitimacy and governance within Islamic civilization.
Historiography of Malay Islam in the Archipelago between Academic Archives and Sanad Tradition Ibnu Da’i Munis; Irfan Musonif; Kholid Mawardi
al-Wadhih: Journal of Islamic History and Civilization Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alwadhih.v2i1.39

Abstract

This article examines the epistemological encounter between modern academic historiography and genealogical-spiritual narratives in the history of Malay–Nusantara Islam. The study employs a qualitative approach with a historical-comparative design based on library research. Data were collected from religious manuscripts, sanad and ulama genealogical documents, Islamic historiographical works, academic archives, and reputable scholarly publications, which were analyzed using historical source criticism, discourse analysis, and Pierre Bourdieu’s sociological framework of habitus, symbolic capital, and field. The findings reveal that Malay–Nusantara Islamic historiography develops through a dual epistemology that integrates the empirical validation of academic historiography with the legitimacy of sanad and spiritual authority embedded in genealogical traditions. Academic historiography emphasizes objectivity, archival evidence, and chronological consistency, whereas genealogical narratives prioritize sanad, lineage, and collective memory as the basis of historical legitimacy. The study further demonstrates that pesantren, Sufi orders, and ulama networks function as arenas for reproducing symbolic capital that sustains genealogical historiography amid the dominance of modern epistemology. Therefore, dual epistemology offers a framework for constructing a more inclusive, multidimensional, and contextual historiography of Islam in the Malay–Nusantara world.
Integrative inclusive problem based fiqh learning for contextual understanding and epistemic engagement Irfan Musonif; Aisyah Puan Maharani; Mahin Anas Ramadona; Saifudin Saifudin; Rohman Hakim
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 11 No. 1 (2026): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v11i1.63-81

Abstract

The dominance of text-centered and normative pedagogies in Islamic religious education often limits students' ability to engage critically, contextually, and inclusively with fiqh learning. This study examines how an integrative–inclusive problem-based learning model can transform fiqh learning toward more contextual and interpretive engagement. Using a qualitative case study design, the research was conducted in an eleventh-grade classroom at a Madrasah Aliyah in Indonesia from January to February 2026, involving one teacher and 32 students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal that fiqh learning exists within a transitional space where normative transmission coexists with emerging contextual approaches. Problem-based learning increases student engagement and supports contextual reasoning, although its implementation remains situational rather than systematically embedded. The study also identifies a gap between procedural and epistemic inclusion, indicating that classroom participation does not necessarily ensure equitable knowledge construction. Furthermore, epistemic tension between normative legalism and contextual meaning-making emerges as a productive aspect of learning. This study contributes to Islamic education discourse by introducing the concepts of closed epistemic structures, situated pedagogical innovation, and productive epistemic friction as frameworks for reflective and context-responsive fiqh learning.
Reconstructing the Meaning of Fiqh Learning through Accelerated and Quantum Learning in the Digital Generation Irfan Musonif; Syifa Salsabila; Risa Naelatus Syifa; Donny Khoirul Azis
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3455

Abstract

This study addresses a critical gap in Islamic education by rethinking fiqh learning beyond its traditional normative-transmissive orientation toward a more meaningful and contextually grounded process. Employing a qualitative case study design, the research was conducted in a Grade 11 classroom at MA Raudlotut Tholibin Banjarnegara between January and February 2026. Data were generated through in-depth interviews, classroom observations, and document analysis, and analyzed using reflexive thematic analysis. The findings demonstrate a fundamental shift in fiqh learning from knowledge transmission to a process of experiential and socially mediated meaning construction. This transformation unfolds through a dynamic interplay of student engagement, pedagogical adaptation, and experiential learning practices, in which students actively negotiate meaning through interaction, reflection, and lived experience. Engagement extends beyond observable participation to include cognitive and reflective involvement, while adaptation emerges as an inherent dimension of the learning process rather than a transitional stage. Consequently, fiqh is no longer understood as a fixed body of normative knowledge but as a contextual and lived practice shaped by students’ everyday realities. The study offers a theoretical contribution by reconceptualizing fiqh learning as a process of socially mediated experiential meaning-making, thereby challenging dominant transmissive paradigms in Islamic education. Practically, it underscores the need for designing interactive and context-sensitive learning environments aligned with the characteristics of digital generation learners. Ultimately, this study positions fiqh learning as a transformative pedagogical space where knowledge is continuously constructed, negotiated, and lived.
Islamic Historiography from Normative Tradition to Critical and Interdisciplinary Approach Annisa Nur Baeti; Susanti Sangidah; Irfan Musonif; Kholid Mawardi
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3477

Abstract

This article aims to analyze the transformation of Islamic historiography from a normative tradition toward critical and interdisciplinary approaches. Employing a qualitative approach with a literature review method, this study synthesizes and critically examines various scholarly works related to the development of Islamic historiography. The findings indicate that early Islamic historiography was rooted in oral traditions and the codification of hadith, which established an epistemological foundation based on the verification of transmission (sanad) and content (matan). In its classical phase, Islamic historiography was predominantly siyasah-oriented, reflecting the interplay between knowledge production and political power, resulting in elitist and event-centered narratives. Criticism of these limitations led to the emergence of more analytical approaches, most notably articulated by Ibn Khaldun through his concept of social interpretation. In the modern period, Islamic historiography has evolved toward interdisciplinary approaches by incorporating social, cultural, and economic perspectives, including localized contexts such as Indonesian historiography. This study argues that Islamic historiography is a dynamic epistemological construct that has shifted from a normative-descriptive model to a critical-reflective approach in understanding history.
Negotiating Tensions Between Islamic Religious Education and Social–Emotional Learning in Classroom Practice Sudiro; Irfan Musonif
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.200

Abstract

The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.
The Institutionalization of Islam in the Abbasid Caliphate: Knowledge, Authority, and Social Transformation M. Fakhrur Rizal; Irfan Musonif; Kholid Mawardi
Quoba: Jurnal Pendidikan Vol 3 No 1 (2026): 2026
Publisher : PT.Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qb.v3i1.924

Abstract

Kekhalifahan Abbasiyah dikenal sebagai salah satu periode paling penting dalam perkembangan peradaban Islam yang ditandai oleh kemajuan ilmu pengetahuan, tata kelola pemerintahan, dan organisasi sosial. Namun, kajian yang ada umumnya membahas aspek-aspek tersebut secara terpisah sehingga pemahaman mengenai proses institusionalisasi Islam masih terbatas. Penelitian ini bertujuan untuk menganalisis institusionalisasi Islam pada masa Kekhalifahan Abbasiyah melalui hubungan antara produksi pengetahuan, pembentukan otoritas, dan transformasi sosial. Penelitian menggunakan pendekatan kualitatif berbasis studi kepustakaan dengan teknik analisis dokumen dan analisis tematik terhadap literatur akademik kontemporer dan karya-karya utama tentang peradaban Abbasiyah. Hasil penelitian menunjukkan bahwa produksi pengetahuan didukung oleh institusi intelektual dan jaringan pendidikan yang terorganisasi. Otoritas keagamaan dan politik berkembang melalui keterhubungan antara institusi hukum, jaringan ulama, dan struktur administrasi. Transformasi sosial berlangsung melalui institusi yang memungkinkan integrasi berbagai komunitas dan tradisi budaya. Selain itu, temuan menunjukkan bahwa pengetahuan, otoritas, dan transformasi sosial berkembang melalui hubungan institusional yang saling memperkuat. Penelitian ini menyimpulkan bahwa Islam berfungsi sebagai sistem peradaban yang terinstitusionalisasi dan membentuk fondasi intelektual, politik, serta sosial dalam masyarakat Abbasiyah
Co-Authors Aisyah Puan Maharani Annisa Nur Baeti Donny Khoirul Azis Donny Khoirul Azis Dwi Safitri Agustina Ibnu Da’i Munis Kholid Mawardi M. Fakhrur Rizal Mahin Anas Ramadona Mita Tamaminni’mah Risa Naelatus Syifa Rohman Hakim Saifudin Saifudin Sudiro Susanti Sangidah Syifa Salsabila